Portfolios (Master of Education)https://knowledgecommons.lakeheadu.ca/handle/2453/42462024-03-29T08:34:14Z2024-03-29T08:34:14ZChanging channels: altering the dis-course of “invasive” species educationGélineau, Marleinehttps://knowledgecommons.lakeheadu.ca/handle/2453/52652023-10-27T09:01:23Z2022-01-01T00:00:00ZChanging channels: altering the dis-course of “invasive” species education
Gélineau, Marleine
This portfolio is focused on two discourses around "invasive" species, namely the
dominant Western science narratives that emphasize elimination, control, and management and
an Indigenous perspective that takes a longer view that recognizes perpetual change in
ecosystems. Braiding these worldviews together may offer a more humane and healthier
approach to not only conservation science but also "invasive" species education. There are four
tasks in this portfolio. The first is a literature review that provides an overview of Western and
Indigenous epistemologies and ontologies in regards to conservation science, relationships to
Land, and other beings with whom we share a life, zeroing in on "invasive" species. Some of the
educational implications of these discourses are woven throughout the literature review. The
second task in my portfolio focuses explicitly on education and involves a review of current
“invasive” species education in the Ontario environmental science curriculum, as well as
observations from my experiences as an interpreter about how "invasive" species are discussed.
The third task is an interpretive program focused on "invasive" species that applies ideas from
the literature review in a practical way. The fourth and final task is a reflection paper on my
learning journey.
2022-01-01T00:00:00ZMalleable multiplication: the use of multiplication strategies and gamification to create conceptual understandingRachel, Macintyrehttps://knowledgecommons.lakeheadu.ca/handle/2453/51062023-04-20T09:01:27Z2023-01-01T00:00:00ZMalleable multiplication: the use of multiplication strategies and gamification to create conceptual understanding
Rachel, Macintyre
I have always considered math to be both my friend and foe. The parts of math I enjoy
are algebra, trigonometry, and multiplication. I could find solace in math that was formulaic
and had clear instructions. At times these concepts may be abstract, but there was always a
formula to consult. However, for every unit I found comfort in, there were always more that
distressed me. As much as math would stress me out and make me feel inadequate, I was
always trying methods to make it more enjoyable. I tried the placebo effect (which was not
successful because I knew it was a trick), positive affirmations, and bringing aesthetically
pleasing math accessories to class (i.e., pens, notebooks, etc.). Unfortunately, during my
elementary and high school years, I couldn't find a method that made learning math an
experience I would enjoy.
The moment everything clicked, and I found a method I could utilize came to me
during the second year of my Bachelor of Education degree. My teaching mathematics
professor tasked my class to invent or bring in a math game that would help students
understand a mathematical concept. I was interested in the project and had fun researching
and presenting my game. I was amazed by all the games my peers brought to class. Every
game was fun and helped instil concepts. I had never even considered gamification as a
method that could solve my stress and anxiety concerning math. I honestly didn’t even know
it was possible to teach such a wide array of mathematical subject matter using games as an
aid.
That game project sparked my interest in math and how the subject matter can be
made more accessible and fun for every student. After that, I started researching, reading
books about math education, and listening to podcasts. I got excited by this world where math
could be fun and inclusive instead of an anxiety-ridden subject. That one project has shaped
the course of my Master of Education program and inspired me to create a math game. I
would never have predicted that I would be focused on mathematics at any part of my
academic journey. For me, math has transformed from a scary subject to something
challenging but conquerable. I want every student to feel like they have the potential to
understand math and have fun with the subject. My fun with math may have happened
outside the confines of elementary and secondary school, but it still happened and has
changed a lot of my misgivings concerning the subject. [...]
2023-01-01T00:00:00ZEnvironmental emotions, environmental social justice, and hopeHouse, Georgiahttps://knowledgecommons.lakeheadu.ca/handle/2453/50852023-02-14T10:05:57Z2023-01-01T00:00:00ZEnvironmental emotions, environmental social justice, and hope
House, Georgia
Educators are faced with teaching their students about subjects such as climate change, the mass
extinction of species, and environmental degradation while trying to encourage a love of nature
and pro-environmental behaviour. Challenging emotions related to the environment may arise for
both students and educators, and the literature highlights an opportunity for more
acknowledgement and consideration for the emotional toll that can occur when learning about
environmental crises. This portfolio seeks to illuminate environmental emotions and related
social justice issues for the purpose of creating a tool for educators to present the topic and
provide an opportunity for further questions to be raised and knowledge to be generated with and
by students. This portfolio utilizes Parallaxic praxis as the methodology and consists of: 1) a
literature review; 2) an illustrated short story inspired by the data and concepts considered in the
literature review; 3) and a critical reflection on the creation of the illustrated short story and
potential uses for it as a tool of illumination.
2023-01-01T00:00:00ZLabyrinth learning : a 360-degree community service digital ecologyShields, Gavinhttps://knowledgecommons.lakeheadu.ca/handle/2453/50492023-01-26T10:02:03Z2022-01-01T00:00:00ZLabyrinth learning : a 360-degree community service digital ecology
Shields, Gavin
Labyrinth Learning – A 360 Degree Community Service Digital Ecology is a Master’s
Portfolio organized around the Lakehead Labyrinth Project at Lakehead University’s campus
between 2017-2022. With text, images, video, audio and 360-degree imagery centered around
the outdoor Wellness Path Labyrinth built on Lakehead’s Thunder Bay campus this 360-degree
digital ecology will eventually land as a QR code on a forthcoming interpretative plaque. The
text layer of Labyrinth Learning contains a literature synthesis, exploring the history of
Labyrinths and how human cultures have learned with them throughout the ages. The 360-degree
base images of the Labyrinth shares the story of the Lakehead Wellness Path Labyrinth outside
the Bora Laskin Faculty of Education through interactive educational portals. And to round out
the Portfolio, at the core of the 360-degree Digital Ecology, podcast links to the 12-episode pilot
of CILU Radio’s Labyrinth Learning program are arranged like the hour markers of a clock
around the centre of the Labyrinth. Labyrinth Learning is a campus and community radio show I
created and hosted which aired every Wednesday and Saturday at 1 pm through the fall of 2022
on 102.7fm. Professors across 11 different disciplines, from Education to English, Indigenous
Learning and Anthropology, Psychology to Philosophy, Social Work and Social Justice, Natural
Resource Management to History and Health Sciences speak on this show about their learning
journeys through the metaphor of the Labyrinth in these hour-long open-form educational
conversations. The intent is for both the 360-degree Labyrinth Learning Digital Ecology portal
and the CILU radio show to continue beyond the scope of this Master’s portfolio.
2022-01-01T00:00:00Z